YEAR 11 GENERAL DRAMA. Unit 1 Dramatic storytelling. Unit 2 Drama Performing Spaces. Unit description
|
|
- Raymond Eaton
- 7 years ago
- Views:
Transcription
1 YEAR 11 GENERAL DRAMA 2015 Unit 1 Dramatic storytelling Unit 2 Drama Performing Spaces Unit description The focus of this unit is dramatic storytelling. Students engage with the skills, techniques, processes and conventions of dramatic storytelling. Students view, read and explore relevant drama works and texts using scripts and/or script excerpts from Australian and/or world sources....drama is a personal road of self-development. The journey can only be made possible by your acceptance of what you come across and your ability to interpret it.
2 Rationale Drama is a vibrant and varied art form found in play, storytelling, street theatre, festivals, film, television, interactive games, performance art and theatres. It is one of the oldest art forms and part of our everyday life. Through taking on roles and enacting real and imagined events, performers engage audiences who suspend their disbelief to enter the world of the drama. Through drama, human experience is shared. Drama entertains, informs, communicates and challenges. Students achieve outcomes through the key activities of creation, performance and reflection. They explore and communicate ideas and learn particular processes and skills to enable them to work with drama forms, styles, conventions and technologies. They reflect, respond and evaluate drama and become critical, informed audiences, understanding drama in the context of their own society and culture, drawing on a diverse range of drama from other cultures, places and times to enrich their intercultural understanding. The Drama General course focuses on aesthetic understanding and drama in practice as students integrate their knowledge and skills. They use the elements and conventions of drama to develop and present ideas and explore personal and cultural issues. They engage in drama processes, such as improvisation, play building, text interpretation, playwriting and dramaturgy which allow them to create original drama and interpret a range of texts written or devised by others. Their work in this course includes production and design aspects involving sets, costumes, makeup, props, promotional materials, stage management, front-of-house activities, and sound and lighting. Increasingly, students use technologies, such as digital sound and multimedia. They present drama to a range of audiences and work in different performance settings. Students work independently and collaboratively, learning time management skills, showing initiative and demonstrating leadership and interpersonal skills. The Drama General course requires them to develop and practise problem-solving skills through creative and analytical thinking processes. They develop their capacity to respond to, reflect on, and make informed judgements, using appropriate terminology and language to describe, analyse, interpret and evaluate drama, drawing on their understanding of relevant aspects of other art forms. In this course, students engage in both Australian and world drama practice. They understand how drama has changed over time and will continue to change according to its cultural context. Through the Drama General course, they can understand the experience of other times, places and cultures in an accessible, meaningful and enjoyable way. They understand the economic factors that affect drama practice and explore the vocational opportunities that drama offers. While some students intend to make a career in drama and related fields, they also participate in drama for enjoyment and satisfaction. They experience the pleasure that comes from developing personal skills, knowledge and understandings that can be transferred to a range of careers and situations. The Drama General course builds confidence, empathy, understanding about human experience, and a sense of identity and belonging. These are invaluable qualities for contemporary living.
3 Course outcomes The Drama General course is designed to facilitate achievement of the following outcomes. Outcome 1 Drama ideas Students create, interpret, explore, develop and present drama ideas. In achieving this outcome, students: articulate their own ideas and interpret the ideas of others to make drama explore and experiment to develop ideas in drama present drama ideas for specific purposes, audience and spaces. Outcome 2 Drama skills and processes Students apply drama skills, techniques, processes, conventions and technologies. In achieving this outcome, students: apply specific skills, techniques and processes apply knowledge and conventions of drama use technologies and undertake production roles and responsibilities. Outcome 3 Drama responses Students respond to, reflect on and evaluate drama. In achieving this outcome, students: respond to drama using processes of engagement and inquiry reflect on the process of producing and performing drama evaluate drama using critical frameworks and cultural perspectives. Outcome 4 Drama in society Students understand the role of drama in society. In achieving this outcome, students: understand the interrelationships between drama and its historical and cultural contexts understand the social and cultural value and purpose of drama understand economic considerations related to drama.
4 Year 11 General Drama Welcome to the year 11 General Drama Course. The Year 11 syllabus is divided into two units, each of one semester duration, which are typically delivered as a pair. The General Drama Course Weighting for Tasks is as follows Type of assessment Weighting Performance/production Improvising and devising original drama, interpreting drama texts, rehearsing, designing lighting, sound, sets, costumes and graphics for programs, posters and promotion. Demonstrating the use of drama skills, techniques, processes and technologies in a range of performance contexts. Response Response to, and analysis of own, others or professional drama works in relation to elements, principles, techniques and/or processes of drama. Responses may be oral, or in written forms, and include supporting annotated diagrams and/or illustrations. 70% 30% The Two Units are Titled 1. Dramatic Storytelling 2. Drama Performance Spaces The General Course outcomes are 1. Drama Ideas 2. Drama Skills and Processes 3. Drama Responses 4. Drama In Society Course Structure In 2015 students from both the year 11 and year 12 drama classes will be involved in the creation, development and performance of a school musical. For this reason the Year 11 General Drama Course will have the following structure Semester 1 - Drama Performance Spaces Semester 2 - Dramatic Storytelling
5 Course Structure Semester 1 - Drama Performance Events 1. Task 1 Scripted Performance 2. Task 2 Design and Production Team 3. Task 3 Verbal and Non-Verbal Communication Semester 2 - Dramatic Storytelling 1. Task 4 Improvisation and Play building 2. Task 5 Group Devised Drama 3. Task 6 Text and Context 4. Task 7 Review of Live Performance 5. Task 8 Drama Folio Important Information Each task will have a written component that will form part of the overall assessment for that task. This is essential to the successful completion of the task. If the written work is not submitted the task will be deemed incomplete. All tasks must be completed to receive a grade for the course. Folio Each student will be required to maintain a drama folio. The folio may take the form of an A3 Folder, an online subject folder with relevant sub-folders or a specifically constructed web page. The folio will contain all submitted work, teacher distributed work and process notes. The folio is assessed for each task and also forms a significant part of the assessment at the completion of the course.
6 Unit 1 Dramatic storytelling Unit description The focus of this unit is dramatic storytelling. Students engage with the skills, techniques, processes and conventions of dramatic storytelling. Students view, read and explore relevant drama works and texts using scripts and/or script excerpts from Australian and/or world sources. Unit content This unit includes the knowledge, understandings and skills described below. In the context of drama in performance and responding to drama, students know, understand and apply: Drama language Voice and movement voice techniques (breathing techniques, expression, tone, articulation, projection) to communicate meaning movement techniques (gesture, stance/posture, facial expression, mime) to communicate meaning warm-up exercises for safe and effective use of voice and movement voice and movement techniques using appropriate exaggeration for dramatic storytelling Drama processes and the elements of drama rehearsal and group work processes (planning and refinement through improvisation) in devised and scripted drama the elements of drama (role, character and relationships, situation, voice, movement, space and time, language and texts, symbol and metaphor, mood and atmosphere, dramatic tension) to create types of characters and roles (antagonist, protagonist, supporting roles) in performance the elements of drama used to present identified themes improvisation to develop characterisation through offer, acceptance, extension and resolution the elements of drama shaped through viewpoints in improvisation to create dramatic meaning performance preparation processes (warm-up, focus time, actors notes) for dramatic storytelling Drama forms and styles types of dramatic storytelling based on the broad categories of comedy and tragedy types of performance/audience relationships in representational and presentational drama types of storytelling based on narrative structures changes in dramatic storytelling beginning with ritual drama/ancient mythologies
7 Contextual knowledge Drama conventions techniques in dramatic storytelling to engage the audience through dramatic tension conventions of improvisation (spontaneity, showing/not telling) in dramatic storytelling conventions of narrative structure with a focus on enacted story conventions of script layouts (scene organisation, setting, dialogue and stage directions) in dramatic storytelling conventions of documenting dramatic storytelling choices (character profiles, voice techniques and movement techniques annotations) performance and audience behaviours appropriate to performance contexts Values, forces and drama practice audience responses to storytelling inspired by forces in drama audience expectations, attitudes, experience and understanding of dramatic storytelling purposes, uses and approaches to drama in other times and places, such as ritual drama and ancient mythologies Production and performance Spaces of performance performance areas to define space and time for an audience audience awareness in dramatic storytelling audience/space arrangements and their effect on drama Design and technologies ways that costume and props can be used to support setting and situation principles of design (contrast and emphasis) in dramatic storytelling drama design and technologies for dramatic storytelling Management skills and processes effective group work processes (appropriate questioning, conflict management, listening skills) in dramatic storytelling time management skills (planning tasks, creating schedules, sharing roles) in dramatic storytelling performance rights in dramatic storytelling safe working practices in drama in familiar spaces features of a drama publicity poster
8 Assessment Type Task Task Weightings Assessment Week 1. Scripted Performance: Performance The student works with a group to present a rehearsed and memorised script in performance. 20% 12 Response 2. Design and Production Team The student selects one scene from a studied script. With teacher direction selects one role from the production team and completes a written description detailing how this person would contribute to the realisation of the particular scene in performance. 5% 14 Performance Performance 3. Verbal and Non-Verbal Communication To undertake a role play exercise which will require the student to demonstrate verbal and non-verbal communication skills. 4. Improvisation and Playbuilding Skills Through discussion and improvisation, the student undertakes playbuilding processes. 5% 19 10% 24 Performance 5. Group Devised Drama The student presents a fully realised group devised drama no longer than 20 minutes in duration. 15% 30 Performance Response 6. Text and Context In pairs or groups, the student completes an extended improvisation relating to an issue(s) or character(s) from a selected script to illustrate an understanding of its historical context. 8. Written Evaluation of Viewed Performance The student presents a written response to a viewed performance. 20% 34 10% T.B.A 7. Drama Folio Response The students maintains and presents a drama folio. 15% 35
9 Task 1: Scripted Performance Specific Outcomes 1. Drama Ideas 2. Drama Skills and Processes 3. Drama Responses 4. Drama In Society Task The student works with a group to present a rehearsed and memorised script in performance. Assessment 1. The performance 2. Supporting documentation presented in the folio. 3. Evaluation of own work and others Task Requirements The task requires the students to demonstrate in performance and evaluation an understanding of the styles and conventions of the chosen work in its context. The student is required to illustrate and articulate an understanding of the central issues and values of the text and to present a memorised interpretation of a scene/s that reflects these understandings. In this task Drama Studies students will be expected to demonstrate: The ability to use appropriate vocal and physical skills i.e. with clarity, fluency, control, appropriateness to character and situation, with pace, projection, vocal and physical flexibility, timing and spatial awareness The ability to work in role and develop a character i.e. to interpret and develop a role and character with creativity and originality, to develop and sustain a role/character The ability to respond to the material, demonstrating creativity and understanding of the whole piece and the individual contribution of the role/character The ability to work within the group i.e. contribution to and involvement with the group, sensitivity, generosity, commitment, concentration and ability to lead and support the group The ability to evaluate their contribution to the group, their own performance and that of others Preparation and exploration - the emphasis in this part is on the process leading to the presentation: the exploration and development of the role and characterisation, the exploration of appropriate voice and movement skills, the ability to contribute positively to the groups and evaluate, alter, research and refine the material/role/character and prepare the piece for performance
10 Task 2: Design and Production Team Specific Outcomes 1. Drama Ideas 2. Drama Responses 3. Drama In Society Task The student selects one scene from a script studied; With teacher direction selects one role from the production team and completes a written description detailing how this person would contribute to the realisation of the particular scene in performance. Assessment 1. An oral presentation of their design to the class (maximum 3 minutes). 2. A word essay 3. Supporting documentation presented in the folio. Task Requirements Select one scene from a studied script. With teacher direction select one role from the drama production team and complete a written description detailing how this person would contribute to the realisation of the particular scene in performance. In this task Drama Studies students will be expected to demonstrate: An understanding of the role studied in relation to the chosen scene An ability to evaluate the role, define problems, research possible solutions and map out the solutions An ability to crystallise the final design into a practicable and intelligent form and submit a written response which should be accompanied, where appropriate, with illustrations, diagrams, sketches, etc. An ability to explain to the class in an oral presentation of not more than 3 minutes, the design and artistic choices made
11 Task 3: Voice and Movement Communication Specific Outcomes 1. Drama Ideas 2. Drama Skills and Processes 3. Drama Responses 4. Drama In Society Task To undertake a role play exercise which will require the student to demonstrate Voice and Movement communication skills. Assessment A practical exercise which is intended to be completed in approximately 1-2 hours. A word essay. Supporting documention action presented in a folio Task Requirements The task requires the student to be given a particular role and behaviour associated with that role and will ask the students to explore the relationship between behaviours and roles in group situations. The focus must be on effective voice and movement communication. Groups should be a minimum of three. There is no maximum number suggested but teachers should consider the problems inherent in too large a group In this task Drama Studies students will be expected to demonstrate: Appropriate verbal and non-verbal communication skills with clarity, fluency, control, pace, projection, vocal and physical flexibility, timing and spatial awareness according to role, relationships, mood and situation The ability to accept, develop and sustain role appropriate to the situation and group requirements The ability to work in groups; to listen to others, to consider and accept others' ideas and contributions while also accepting the responsibility for developing them, sensitivity, generosity, commitment and concentration The ability to record and organise the relevant materials in the drama folio
12 Task 4: Improvisation and Playbuilding Skills Specific Outcomes 1. Drama Ideas 2. Drama Skills and Processes 3. Drama In Society Task Through discussion and improvisation, the student undertakes playbuilding processes. Assessment The performance of a polished improvisation. Supporting documentation presented in a folio. Task Requirements The task requires the student to be given a topic or issue. In groups, students are to construct a scenario/plot outline for a short group-devised play and improvise one aspect of this scenario to present to the class in the form of a playbuilding performance. In this task Drama Studies students will be expected to demonstrate: Appropriate verbal and non-verbal communication skills with clarity, fluency, control, pace, projection, vocal and physical flexibility, timing and spatial awareness according to character, relationships between characters, mood and situation The ability to create an appropriate environment - ie use of space and possible use of lighting, sound, props, furniture, costumes, etc. The ability to work in a group with generosity, commitment and concentration The ability to respond creatively to the stimulus and a sensitivity to the shaping and construction of the responses - i.e. the ability to shape a scene, research, select and reject material The ability to accept, sustain and develop a role appropriate to the situation and group need The ability to record and evaluate the playbuilding process.
13 Task 5: Group Devised Drama Specific Outcomes 1. Drama Ideas 2. Drama Skills and Processes 3. Drama Responses 4. Drama In Society Task The student presents a fully realised group devised drama no longer than 30 minutes in duration. Assessment Participation in the practical demonstration of the playbuilding process. The submission of a word essay Supporting documentation presented in the folio. In this task Drama Studies students will be expected to demonstrate: The ability to use the voice and body with ease i.e. vocabulary, speech and movement appropriate to situation, mood and character The ability to create an appropriate environment i.e. the use of space and possible use of light, sound, props, furniture, costume, etc. The ability to accept, develop and sustain a role appropriate to the situation and group need The ability to respond creatively to the form or style chosen for exploration and to sensitively shape, research, select and reject material The ability to concentrate on a problem and work in a group i.e. to listen to others, to accept ideas and the responsibility for developing them, to trust an to accept the responsibility of being trusted The ability to understand the nature of improvisation and to develop a style of presentation - i.e. that the work should never be static and repetitive, that out of the needs of the piece of work a style of presentation evolves appropriate to the material The ability to structure a dramatic situation through a critical process of refinement and to evaluate the effectiveness of the result
14 Task 6: Text and Context Specific Outcomes 1. Drama Ideas 2. Drama Skills and Processes 3. Drama Responses 4. Drama In Society Task In pairs or groups, the student completes an extended improvisation relating to an issue(s) or character (s) from a selected script to illustrate an understanding of its historical context. Assessment The performance Supporting documentation presented in the folio. Task Requirements In pairs or groups, complete an extended improvisation relating to an issue or character from scripts chosen which illustrate an understanding of their historical context. In this task Drama Studies students will be expected to demonstrate: An understanding of the historical context of the chosen script, through the prepared improvisation. NB. The students may choose to focus on social issues, religious beliefs, behavioural norms, political systems, environment, family structure, power structure, patriarchy, conventions of the theatre, etc. An ability to establish the links between the issue explored and its realisation within the prepared improvisation. This will be demonstrated in the performance and the written response
15 Task 7: Drama Folio Specific Outcomes 1. Drama Ideas 2. Drama Responses 3. Drama In Society Task The students maintains and presents a drama folio. Assessment Drama Folio Task Requirements The task requires the student to individually compile a folio, including a process journal, which documents the formal and informal written and practical components of the subject. In this task Drama Studies students will be expected to demonstrate: Organise and maintain a drama folio throughout the subject The folio will be: Organised Logically presented A complete record of the subject At the completion of this task the student will: Submit the folio for assessment.
16 Task 8: Written Evaluation of Viewed Performance Specific Outcomes 1. Drama Responses 2. Drama In Society Task The student presents a written response to a viewed performance. Assessment The submission of a word essay. Supporting documentation in the folio. Task Requirements This task requires the student to view a production, after which they will individually respond in written form to the production, referring to the total theatrical impact and particular highlights and weaknesses where appropriate. (Where circumstances preclude students from attending live performance, response to a video of sound technical and artistic quality is acceptable.) In this task Drama Studies students will be expected to demonstrate: Consideration of the context of the performance in terms of occasion, the site, expectations, the audience, the space for performance including the auditorium, the space of performance, i.e. the stage The ability to succinctly describe the content of the performance The ability to evaluate the performance including an understanding of the skills involved and an appreciation of their effectiveness An ability to evaluate the production design and its contribution to the performance in terms of atmosphere, mood, emotion, symbolism, location, period and context An ability to personally respond to the production as a whole
17 Appendix 1 Grade descriptions Year 11 Effectively and with confidence applies drama knowledge, skills and processes in the preparation, devel- A Use of reflective and cooperative processes is efficient. Describes in detail the practical, contextual, and aesthetic considerations of realising and experiencing Communicates in detail about drama forms, styles and contexts as related to realising and experiencing Structures work effectively; accurately uses relevant drama terminology. Meets task requirements. Competently and with some confidence applies drama knowledge, skills and processes in the prepara- B Use of reflective and cooperative processes is mostly efficient. Sometimes describes in detail practical, contextual, and aesthetic considerations of realising and experi- Communicates with some detail about drama forms, styles and contexts as related to realising and expe- Uses relevant drama terminology. Meets task requirements. Adequately applies drama knowledge, skills and processes in the preparation, development and realisa- C Uses reflective and cooperative processes inconsistently. Briefly describes the most obvious features and processes of realising and experiencing drama; respons- Communicates superficial descriptions of drama forms, styles and contexts as related to realising and Uses some drama terminology, though sometimes inaccurately. Meets task requirements.
North Carolina Essential Standards Kindergarten Theatre Arts. Communication. Analysis. Aesthetics
North Carolina s Kindergarten Theatre Arts Note on Numbering/Strands: C - Communication, A - Analysis, AE Aesthetics, CU - Culture Communication K.C.1 K.C.2 Use movement, voice, and writing to communicate
More informationUnit 3: Acting Skills
Unit 3: Acting Skills Level: 1 and 2 Unit type: Optional specialist Guided learning hours: 60 Assessment type: Internal Unit introduction Do you know what kind of training every actor needs in order to
More informationAshton Community Science College Edexcel GCSE Drama Student guide. Is this the right subject for me?
Ashton Community Science College Edexcel GCSE Drama Student guide Is this the right subject for me? Do you enjoy: Expressing yourself in an active and exciting way? Working in a group? Contributing your
More informationa. Identify physical qualities that might reveal a character s inner traits in the imagined world of a drama/theatre work.
CREATING THEATRE Anchor Standard 1: Generate and conceptualize artistic ideas and Enduring Understanding: Theatre artists rely on intuition, curiosity, and critical inquiry. Essential Question(s): What
More informationPROGRAM FOR LICENSING ASSESSMENTS FOR COLORADO EDUCATORS (PLACE ) OBJECTIVES FIELD 030: DRAMA
PROGRAM FOR LICENSING ASSESSMENTS FOR COLORADO EDUCATORS (PLACE ) OBJECTIVES Subareas History of Theatre and Dramatic Literature Principles of Dramatic Literature and Theatre Theatrical Preparation and
More informationNew Jersey Core Curriculum Content Standards for Visual and Performing Arts INTRODUCTION
Content Area Standard Strand By the end of grade P 2 New Jersey Core Curriculum Content Standards for Visual and Performing Arts INTRODUCTION Visual and Performing Arts 1.4 Aesthetic Responses & Critique
More informationDRAFT Proposed Revisions Texas Essential Knowledge and Skills (TEKS) Fine Arts, High School Theatre
Proposed Revisions Texas Essential Knowledge and Skills (TEKS) Fine Arts, High School Theatre Prepared by the State Board of Education (SBOE) TEKS Review Committees First Draft, These draft proposed revisions
More informationSkills across the curriculum. Developing communication
across the curriculum Developing communication Developing communication Schools should provide opportunities, where appropriate, for learners to develop and apply communication across the curriculum through
More informationCartooning and Animation MS. Middle School
Cartooning and Animation Middle School Course Title Cartooning and Animation MS Course Abbreviation CART/ANIM MS Course Code Number 200603 Special Notes General Art is a prerequisite, or department permission
More informationNational Quali cations SPECIMEN ONLY
H National Qualications SPECIMEN ONLY SQ11/H/01 Drama Date Not applicable Duration 2 hours Total s 40 SECTION 1 s Attempt ONE question. SECTION 2 s Attempt this question. Write your answers clearly in
More informationby Learning Area Achievement Objectives The New Zealand Curriculum Set of 8 charts
The New Zealand Curriculum Achievement Objectives by Learning Area Set of 8 charts Published for the Ministry of Education by Learning Media Limited, Box 3293, Wellington, New Zealand. www.learningmedia.co.nz
More informationGCSE. Specification. Drama For exams June 2014 onwards For certification June 2014
GCSE Specification Drama For exams June 2014 onwards For certification June 2014 onwards GCSE Specification Drama 4240 This specification will be published annually on our website (http://www.aqa.org.uk).
More informationStarting point for theatrical production Entity that remains intact after production Blueprint for production or for reader s imagination
Chapter 3: The Play The Play is: Starting point for theatrical production Entity that remains intact after production Blueprint for production or for reader s imagination The play may serve as the basis
More informationChapter 13: Directing and Producing
Chapter 13: Directing and Producing Playwright Producer Functions are distinct yet entwined Director Writing, producing, and directing come together in a variety of ways and meet in production Playwright
More information2012 VISUAL ART STANDARDS GRADES K-1-2
COGNITIVE & K Critical and Creative Thinking: Students combine and apply artistic and reasoning skills to imagine, create, realize and refine artworks in conventional and innovative ways. The student will
More informationENGLISH SPEECH AND DRAMA
ENGLISH SPEECH AND DRAMA 27 th July 1 st August 2015 Chairperson: Lexa van der Berg 083 600 1775 Please read the general rules, as well as the specific rules ENTRY FEES Solo R 80-00 Duet R 100-00 Trio
More informationGrade 1. Ontario Provincial Curriculum-based Expectations Guideline Walking with Miskwaadesi and Walking with A`nó:wara By Subject/Strand
Grade 1 Ontario Provincial Curriculum-based Expectations Guideline Walking with Miskwaadesi and Walking with A`nó:wara By Subject/Strand Turtle Island Conservation Ontario Teacher Resource Bundle 1 The
More informationGrade 5. Ontario Provincial Curriculum-based Expectations Guideline Walking with Miskwaadesi and Walking with A`nó:wara By Subject/Strand
Ontario Provincial Curriculum-based Expectations Guideline Walking with Miskwaadesi and Walking with A`nó:wara By Subject/Strand Turtle Island Conservation Ontario Teachers Resource Bundle 1 The Arts 1.1
More informationAnimation Overview of the Industry Arts, AV, Technology, and Communication. Lesson Plan
Animation Overview of the Industry Arts, AV, Technology, and Communication Lesson Plan Performance Objective Upon completion of this assignment, the student will have a better understanding of career and
More informationChapter 1: The Nature of Theatre
Chapter 1: The Nature of Theatre Origins in ritual practices Theatre as a form is at least 2500 years old It has been as varied as the cultures in which it has appeared The Nature of Theatre The role/function
More informationThe National Arts Education Standards: Curriculum Standards <http://artsedge.kennedy-center.org/teach/standards/standards.cfm>
Discipline-Based Art Education: Theoretical Curriculum Model Discipline-Based Art Education (DBAE) is an approach to arts education developed and formalized in the early 1980s by the Getty Center for Arts
More informationWhole School Development Plan for Drama
Donabate Portrane Educate Together National School, Ballisk Common, off Portrane Road, Donabate, Co Dublin Tel: 01 8434573, Mobile: 086 8337468, Fax: 01 8434591, email info@dpetns.ie, web www.dpetns.ie
More informationPERFORMING ARTS OCR LEVEL 3 CAMBRIDGE TECHNICAL. Cambridge TECHNICALS SCRIPT WRITING CERTIFICATE/DIPLOMA IN K/502/5364 LEVEL 3 UNIT 19
Cambridge TECHNICALS OCR LEVEL 3 CAMBRIDGE TECHNICAL CERTIFICATE/DIPLOMA IN PERFORMING ARTS SCRIPT WRITING K/502/5364 LEVEL 3 UNIT 19 GUIDED LEARNING HOURS: 60 UNIT CREDIT VALUE: 10 SCRIPT WRITING K/502/5364
More informationSubject specific vocabulary (version 2.0)
Subject specific vocabulary (version 2.0) The following subject specific vocabulary provides definitions of key terms used in our GCSE Dance specification (8236). Students should be familiar with and gain
More informationYears and Curriculum Levels
Years and Curriculum Levels This diagram shows how curriculum levels typically relate to years at school. Many students do not, however, fit this pattern. They include those with special learning needs,
More informationTHEATRE SPANISH SPORTS MEDICINE
CREDIT PROGRAMS / COURSE DESCRIPTIONSRR SOLAR 101 INTRODUCTION TO ENERGY TECHNOLOGY CSU 54.00 hours lecture Introduces major types of energy and their sources and interrelationships while exploring concepts
More informationUnits of Study 9th Grade
Units of Study 9th Grade First Semester Theme: The Journey Second Semester Theme: Choices The Big Ideas in English Language Arts that drive instruction: Independent thinkers construct meaning through language.
More informationShape of the Australian Curriculum: The Arts. August 2011. www.acara.edu.au
Shape of the Australian Curriculum: The Arts August 2011 www.acara.edu.au Australian Curriculum, Assessment and Reporting Authority 2011 This work is copyright. You may download, display, print and reproduce
More informationVirginia English Standards of Learning Grade 8
A Correlation of Prentice Hall Writing Coach 2012 To the Virginia English Standards of Learning A Correlation of, 2012, Introduction This document demonstrates how, 2012, meets the objectives of the. Correlation
More informationEnglish. Stage 6 Syllabus. English (Standard) English (Advanced) English as a Second Language (ESL) English (Extension) Fundamentals of English
English Stage 6 Syllabus English (Standard) English (Advanced) English as a Second Language (ESL) English (Extension) Fundamentals of English Original published version updated: Nov/Dec 1999 Board Bulletin/Official
More informationShort Course. Physical Education. Specification for Junior Cycle
Short Course Physical Education for June 2014 Contents Page 3 Introduction to junior cycle Page 4 Rationale Page 5 Aim Page 6 Links Page 8 Course overview Page 9 Expectations for students 10 Strand 1:
More informationDRAFT SHAPE OF THE AUSTRALIAN CURRICULUM: THE ARTS
DRAFT SHAPE OF THE AUSTRALIAN CURRICULUM: THE ARTS DRAFT Shape of the Australian Curriculum: The Arts Page 1 of 26 1 CONTENTS 2 THE ARTS IN THE AUSTRALIAN CURRICULUM... 3 2.0 Introduction... 3 2.1 Rationale...
More informationLOS ANGELES UNIFIED SCHOOL DISTRICT POLICY BULLETIN
Los Angeles Unified School District Career Technical Education COURSE TEMPLATE (Secondary Non-ROCP) Course Title: Delivering The Message - Fundamentals of Video Production - Level One Prerequisite: ENGL
More informationModern foreign languages
Modern foreign languages Programme of study for key stage 3 and attainment targets (This is an extract from The National Curriculum 2007) Crown copyright 2007 Qualifications and Curriculum Authority 2007
More informationRubrics for Assessing Student Writing, Listening, and Speaking High School
Rubrics for Assessing Student Writing, Listening, and Speaking High School Copyright by the McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce the material contained herein
More informationThe clear and precise pronunciation of words. The center of the area defined as the stage. A personality or role an actor/actress re-creates.
THEATRE VOCABULARY Actor/Actress Antagonist Articulation Blocking Catharsis Concentration Center stage Character Characterization Climax Cold reading Collaboration Commedia dell arte Comedy Conflict Context
More informationEnglish Literature Unit 3: Shakespeare and Contemporary Drama
Edexcel GCSE English Literature Unit 3: Shakespeare and Contemporary Drama Sample Controlled Assessment Material Paper Reference 5ET03/01 Turn over S42139A 2012 Pearson Education Ltd. 1/2/1/ *S42139A*
More informationTHE VISUAL ARTS Head of Department: Dawn Clarke
THE VISUAL ARTS Head of Department: Dawn Clarke Year 7 VISUAL ARTS - Core Subject One Term This is a general art program where students will explore aspects from the following practical areas; painting,
More informationDrama Subject Knowledge Audit. School Direct Programme 2015-16. Name:
Drama Subject Knowledge Audit School Direct Programme 2015-16 Name: The University of Nottingham Partnership School Direct Drama Subject Knowledge Self-Assessment Audit The purpose of this audit is to
More informationWJEC GCSE in DRAMA. For Teaching from 2012 For Award from 2014. Summary of Assessment 2. Introduction 3. Specification Content 5
GCSE DRAMA 1 Contents WJEC GCSE in DRAMA For Teaching from 2012 For Award from 2014 Page Summary of Assessment 2 Introduction 3 Specification Content 5 Scheme of Assessment 11 Awarding, Reporting and Re-sitting
More informationKEY SKILLS OF JUNIOR CYCLE
KEY SKILLS OF JUNIOR CYCLE Key skills of junior cycle Learners need a wide range of skills to help them face the many challenges presented to them in today s world. They develop specific skills in their
More informationCabrillo College Catalog 2015-2016
THEATRE ARTS Visual, Applied, and Perfming Arts Division John Graulty, Division Dean Division Office, Room VAPA1007 Sarah Albertson, Co-Department Chair, (831) 477-3257 Skip Epperson, Co-Department Chair,
More informationTheatre Arts Standards of Learning
Theatre Arts Standards of Learning for Virginia Public Schools Board of Education Commonwealth of Virginia June 2013 Theatre Arts Standards of Learning for Virginia Public Schools Adopted in June 2013
More informationTWAS THE NIGHT BEFORE CHRISTMAS STUDY GUIDE
TWAS THE NIGHT BEFORE CHRISTMAS STUDY GUIDE TEACHERS: Twas The Night Before Christmas is a very special type of show. This performance is the sequel to our highly popular show, The 12 Days Of Christmas.
More informationACPA Holistic Delivery & Assessment Strategy 2013
ACPA & The Cultural Program: The Aboriginal Centre for the Performing Arts (ACPA) is Australia s largest Indigenous performing arts training organisation. It offers a three year pathway, from a Certificate
More informationYEAR 8 Possible Electives
The ESSINGTON SCHOOL DARWIN YEAR 8 Possible Electives Semester 1 2016 MIDDLE SCHOOL ELECTIVE SELECTION YEAR 8 - SEMESTER ONE, 2016 As part of the Year 8 Curriculum, students have the opportunity to study
More informationMinnesota Academic Standards
Minnesota Academic Standards Arts K-12 2008 The proposed revised standards in this document were drafted during the 2007-2008 school year. These standards are currently proceeding through the administrative
More informationGuide to Film Analysis in the Classroom ACMI Education Resource
Guide to Film Analysis in the Classroom ACMI Education Resource FREE FOR EDUCATIONAL USE - Education Resource- Guide to Film Analysis Page 2 CONTENTS THIS RESOURCE... 4 Characterisation... 4 Narrative...
More informationTurtle Island Conservation: Grade 4 Miskwaadesi/A`nó:wara Ontario Curriculum Based Expectations Guide. Grade 4
Ontario Provincial Curriculum-based Expectations Guideline Walking with Miskwaadesi and Walking with A`nó:wara By Subject/Strand Turtle Island Conservation Ontario Teachers Resource Bundle 1 The Arts 1.1
More informationMusical Theatre & Performance Arts
Musical Theatre & Performance Arts Graded Exams, Performance Certificates Syllabus from 10 Trinity College London www.trinitycollege.com Charity number 1014792 Patron HRH The Duke of Kent KG Copyright
More informationWriting Emphasis by Grade Level Based on State Standards. K 5.1 Draw pictures and write words for specific reasons.
Writing Emphasis by Grade Level Based on State Standards Grade K K 5.1 Draw pictures and write words for specific reasons. Grade 1 1.5.1 Write brief narratives describing an experience. Grade 2 2.5.2 Write
More informationPublished on www.standards.dcsf.gov.uk/nationalstrategies
Published on www.standards.dcsf.gov.uk/nationalstrategies 16-Dec-2010 Year 3 Narrative Unit 3 Adventure and mystery Adventure and mystery (4 weeks) This is the third in a block of four narrative units
More informationSAMPLE MIDAS PROFILE MULTIPLE INTELLIGENCES DEVELOPMENTAL ASSESSMENT SCALES MIDAS Version 2.0 Processed 09-23-1999 for Tara Student
SAMPLE MIDAS PROFILE MULTIPLE INTELLIGENCES DEVELOPMENTAL ASSESSMENT SCALES MIDAS Version 2.0 Processed 09-23-1999 for Tara Student Sex: F Grade: 9 ID number: 407 Code: 1 Birth Date: 1984 The following
More informationAppendix: W. Item: Curriculum Course Guide - New High School Course/Honors Creative Writing Department: Instructional Services
Appendix: W Item: Curriculum Course Guide - New High School Course/Honors Creative Writing Department: Instructional Services Background/Historical Context: Creative Writing has been offered in our school
More informationChapter 117. Texas Essential Knowledge and Skills for Fine Arts. Subchapter D. Elementary, Adopted 2013
Elementary, Adopted 2013 117.D. Chapter 117. Texas Essential Knowledge and Skills for Fine Arts Subchapter D. Elementary, Adopted 2013 Statutory Authority: The provisions of this Subchapter D issued under
More informationStandard 1: Learn and develop skills and meet technical demands unique to dance, music, theatre/drama and visual arts.
ART CONTENT STANDARDS FOR VISUAL ARTS Grades K-5 Note: Each standard requires the application of the elements of art and principles of design. Strand: Visual Arts Standard 1: Learn and develop skills and
More informationHints and tips on how to get the most out of the performance. Book 4. Acting tips
Hints and tips on how to get the most out of the performance. Book 4 Acting tips Tips on how to introduce the show to the group, run workshops, explore the text, cast and organise the show. Before the
More informationFrench Language and Culture. Curriculum Framework 2011 2012
AP French Language and Culture Curriculum Framework 2011 2012 Contents (click on a topic to jump to that page) Introduction... 3 Structure of the Curriculum Framework...4 Learning Objectives and Achievement
More informationAlignment of the National Standards for Learning Languages with the Common Core State Standards
Alignment of the National with the Common Core State Standards Performance Expectations The Common Core State Standards for English Language Arts (ELA) and Literacy in History/Social Studies, Science,
More informationStandards of proficiency. Arts therapists
Standards of proficiency Arts therapists Contents Foreword 1 Introduction 3 Standards of proficiency 7 Foreword We are pleased to present the Health and Care Professions Council s standards of proficiency
More informationEarly Childhood Foundations to the Indiana Academic Standards
Alignment of the Early Childhood Foundations to the Indiana Academic Standards for Young Children from Birth to Age 5 with the Preschool Child Observation Record (COR), 2 nd edition The Preschool Child
More informationTRANSFER CURRICULUM SUBJECTS & COURSE DESCRIPTIONS. Broadcasting (BRDCSTG) Communication Studies (COMM)
Fourth Semester SUBJECT & NO. COURSE UNITS THEATER 225 Beginning Direction...3 THEATER 273 Advanced Acting...2 English 215* Shakespeare...3 THEATER 232 Play Production OR THEATER 293 Rehearsals and Performances
More informationScheme of Work Unit Four Section C Shakespeare
Scheme of Work Unit Four Section C Shakespeare Unit OBJECTIVES: Also: AO2: Demonstrate knowledge & understanding of practical & theoretical aspects of Drama & Theatre, using appropriate terminology AO3:
More informationNAST GUIDELINES REGARDING COMPETENCIES
NAST GUIDELINES REGARDING COMPETENCIES VI. TWO-YEAR DEGREE-GRANTING PROGRAMS A. Purposes and Protocols 1. Purposes. Two-year degree-granting programs in theatre are normally offered within the following
More informationMATRIX OF STANDARDS AND COMPETENCIES FOR ENGLISH IN GRADES 7 10
PROCESSES CONVENTIONS MATRIX OF STANDARDS AND COMPETENCIES FOR ENGLISH IN GRADES 7 10 Determine how stress, Listen for important Determine intonation, phrasing, points signaled by appropriateness of pacing,
More informationDegree Type Bachelor of Arts (BA) Degree Title Theater
Degree Type Bachelor of Arts (BA) Degree Title Theater Focus: Theater/Television/Film The Bachelor of Arts in Theater/Television/Film prepares a student to work in the arts and entertainment industries,
More informationCollege of Fine Arts. Theatre
110 THEATRE: AN INTRODUCTION. (3) This course provides an introduction and investigation into the analysis, research, production, and creative techniques central to the art of theatre. Students will read
More informationCOMMUNICATION. 2013-2014 Northwest University Academic Catalog 119
COMMUNICATION College... Arts & Sciences Academic Award... Bachelor of Arts Credits Required... 125 semester credits Coordinator... Kara Heinrichs Concentrations... Drama, Film Studies, Media Studies,
More informationAssessment and Reporting in Drama Stage 6
Assessment and Reporting in Drama Stage 6 Effective from Date published December 2009 2010 (Preliminary and HSC courses) This document contains the Board of Studies requirements for assessing and reporting
More informationVisual Arts. Stage 6 Syllabus
Visual Arts Stage 6 Syllabus Original published version updated: November 2000 Board Bulletin/Official Notices Vol 9 No 8 (BOS 55/00) March 2001 Board Bulletin/Official Notices Vol 10 No 1 (BOS 12/01)
More informationThe plot is the sequence of events in a story. Each event causes or leads to the next. Events of the plot reveal a problem called the conflict.
FOR USE WITH FOCUS LESSON 1: NARRATIVE STRATEGIES I 1a The plot is the sequence of events in a story. Each event causes or leads to the next. Events of the plot reveal a problem called the conflict. The
More information2012 Music Standards GRADES K-1-2
Students will: Personal Choice and Vision: Students construct and solve problems of personal relevance and interest when expressing themselves through A. Demonstrate how musical elements communicate meaning
More informationMT. DIABLO UNIFIED SCHOOL DISTRICT COURSE OF STUDY
COURSE TITLE: ANIMATION I COURSE NUMBER: 4435 CBEDS NUMBER: 2908 DEPARTMENT: Visual Arts or Visual and Performing Arts LENGTH OF COURSE: One Year CREDITS PER SEMESTER: 5 GRADE LEVEL(S): 10-12 REQUIRED
More informationINTRODUCTION CONTENTS
RADA IN SCHOOLS INTRODUCTION CONTENTS At RADA we believe that everyone can benefit from the training provided by our exceptional tutors. We have therefore developed a variety of activities for schools
More informationChapter 117. Texas Essential Knowledge and Skills for Fine Arts. Subchapter E. Middle School, Adopted 2013
Middle School, Adopted 2013 117.E. Chapter 117. Texas Essential Knowledge and Skills for Fine Arts Subchapter E. Middle School, Adopted 2013 Statutory Authority: The provisions of this Subchapter E issued
More informationFLORIDA DEPARTMENT OF EDUCATION JOHN J. LETELLIER, JR. FINE ARTS CONTENT SPECIALIST. June 13 th, 2012
FLORIDA DEPARTMENT OF EDUCATION JOHN J. LETELLIER, JR. FINE ARTS CONTENT SPECIALIST June 13 th, 2012 BCI Florida Department of Education Bureau of Curriculum and Instruction Overview Introduction Next
More informationTransfer Pathway for Theatre
Transfer Pathway for Theatre Theatre (MnSCU Transfer Pathway) AA-P or AFAP Date Developed: Spring 2016 Date Approved: May 6, 2016 Date for campus preparation/implementation: 2016 2017 Date program available
More informationYoung Performers Certificates
Young Performers Certificates Designed to develop confidence, group interaction skills and a sense of achievement in children up to the age of seven. www.trinitycollege.co.uk/youngperformers Why a Young
More informationMontgomery County Public Schools English 9B Exam Review
Montgomery County Public Schools English 9B Exam Review June 2013 FORMAT Five Readings an excerpt from a Shakespeare play (not Romeo and Juliet) two poems a narrative a nonfiction article related to the
More informationAcademic Standards for Reading, Writing, Speaking, and Listening June 1, 2009 FINAL Elementary Standards Grades 3-8
Academic Standards for Reading, Writing, Speaking, and Listening June 1, 2009 FINAL Elementary Standards Grades 3-8 Pennsylvania Department of Education These standards are offered as a voluntary resource
More informationWhat is your name? Do you think it reveals something about your identity and where you come from? If so, what does it reveal?
Red Dog Identity Regardless of who we are, or where we come from, we all have our own identity. Your name, the school you go to, the suburb you live in, the country in which you were raised in are just
More informationTalking and Listening. Language and Literacy in the Foundation Stage
Acknowledgements The Early Years Literacy Interboard Group wishes to record its thanks to the following schools for their willing co-operation in the production of this resource. Ballysillan Primary, Belfast;
More informationTeaching guide: AO2 - the ways in which meanings are shaped
Teaching guide: AO2 - the ways in which meanings are shaped AS and A-level English Literature now require students to analyse a range of ways in which meanings are shaped in literary texts. Within this,
More informationStandards for Certification in Early Childhood Education [26.110-26.270]
I.B. SPECIFIC TEACHING FIELDS Standards for Certification in Early Childhood Education [26.110-26.270] STANDARD 1 Curriculum The competent early childhood teacher understands and demonstrates the central
More information2010 School-assessed Task Report. Media
2010 School-assessed Task Report Media GENERAL COMMENTS Task summary This task involves three outcomes, two in Unit 3 and the one in Unit 4. In Unit 3, students undertake Outcome 2 Media Production Skills,
More informationThis page is intentionally left blank
Junior Grade Three This page is intentionally left blank Page 2 of 18 Table of Contents Table of Contents... 3 Introduction... 4 Junior Grade Three... 5 Year Group 5 / Indicative Ages 9-10... 5 Qualification
More informationAK + ASD Writing Grade Level Expectations For Grades 3-6
Revised ASD June 2004 AK + ASD Writing For Grades 3-6 The first row of each table includes a heading that summarizes the performance standards, and the second row includes the complete performance standards.
More informationFoundations of the Montessori Method (3 credits)
MO 634 Foundations of the Montessori Method This course offers an overview of human development through adulthood, with an in-depth focus on childhood development from birth to age six. Specific topics
More informationThe Competent Communicator Manual
The Competent Communicator Manual Speech 1: The Ice Breaker For your first speech project, you will introduce yourself to your fellow club members and give them some information about your background,
More informationMasters Programmes in Performance and Composition
Masters Programmes in Performance and Composition Masters Options According to the number of elements within your Principal Study Area and depending on which Masters programme you are following you will
More informationPUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION THEATRE ARTS 2. Student Eligibility: Grades 10-12
PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION THEATRE ARTS 2 Length of Course: Elective/Required: School: Term _ Elective High Schools Student Eligibility: Grades 10-12 Credit
More informationYear 9 Elective Handbook
Victoria University Secondary College Create The Future Year 9 Elective Handbook 2015 I page 1 I Junior School Promotion Policy At Victoria University Secondary College we regard the learning and teaching
More informationFilm and Television. Film and Television 299
Film and Television 299 Film and Television Degree Associate in Arts Degree, Film Production Program Description Film is a universally recognized medium that has a profound impact on how we view the world
More informationSCHEME OF SYLLABUS FOR GRAPHIC DESIGN CLASSES XI AND XII
SCHEME OF SYLLABUS FOR GRAPHIC DESIGN CLASSES XI AND XII INTRODUCTION Graphic design is the creative planning and execution of visual communication. One learns to create a combination of shapes and forms,
More informationNew Jersey Core Curriculum Content Standards: For Language Arts Literacy
For STANDARD 3.1 (READING) ALL STUDENTS WILL UNDERSTAND AND APPLY THE KNOWLEDGE OF SOUNDS, LETTERS, AND WORDS IN WRITTEN ENGLISH TO BECOME INDEPENDENT AND FLUENT READERS AND WILL READ A VARIETY OF MATERIALS
More informationAcademic Standards for Reading, Writing, Speaking, and Listening
Academic Standards for Reading, Writing, Speaking, and Listening Pre-K - 3 REVISED May 18, 2010 Pennsylvania Department of Education These standards are offered as a voluntary resource for Pennsylvania
More informationLANGUAGE! 4 th Edition, Levels A C, correlated to the South Carolina College and Career Readiness Standards, Grades 3 5
Page 1 of 57 Grade 3 Reading Literary Text Principles of Reading (P) Standard 1: Demonstrate understanding of the organization and basic features of print. Standard 2: Demonstrate understanding of spoken
More informationGame Design Project. STEP ONE: REVIEW the various Game Templates/Exemplars on the school network K Drive://Mr. Arnett/ASM 3M4M/UNIT 3/Game Templates
Game Design Project A video game is an electronic game that involves human interaction with a user interface to generate visual feedback on a video device. The word video in video game traditionally referred
More informationCOMPONENT I Historical/Cultural Social Context 1. Defines the different areas of the entertainment industry. 2. Acquires the fundamental knowledge relating to the history of the entertainment industry.
More information